Students will be accessed on their ability to explain information and their ideas through analysis and evaluation. Scaffolding sheets will be provided to all members of the class, assisting in structure as well as content. During class time (watching the movie) and drafting, it is vital that the student is taught that the focus should be the content of the notes, rather than the spelling and grammar (Firth, 2010). This can be assisted and improved by using a dictionary, or a laptop in class to assist with spellcheck, however what the student knows and learns, is more important (Evans, George, White, and Sharp, 2010). The student will require specific and practical help with planning, structure and organisation (QSA, n.d.b). Appropriate adjustments for this will be provided through scaffolding sheets stepping out how to structure their assignment, drafting sheets that incorporate the use of pictures to link …show more content…
When making adjustments related to timing, the student still must submit their completed assignment (script and page of notes) on the due date, however, they will be given the option of recording their oral presentation in a video format to be presented in front of the class – or to present orally in person on the day. If the student wishes to record their oral presentation, extra time (length of film – 7 minutes max) will be granted due to the extra time, effort and concentration the student needs to bring to tasks involving reading and language. Additionally, if the student wishes to perform their oral in front of their peers, they can choose to present in the last lesson, allowing additional time to practice. Furthermore, the teacher is able to change the location of the presentation to reduce distractions while presenting in this case (QSA,
This task should be fun and interesting for the students. It is my hope that this activity proves to be successful for my students and helps them to understand the necessary learning objectives set forth.
all the time left in the lesson as the 35 minutes of the beginning of
b. ENABLING LEARNING OBJECTIVES: Without the aid of notes and in accordance with the reference MCI 21.35:
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
Summarize 5 key points of the film with a partner. Share with class. Write the students’ ideas on the board in a timeline format. Have them share in sequential
For some students, the time they have in the classroom is not enough for them to grasp the topic. While teachers usually offer a period for students to see them for extra help, some students do not have time for this. Most students have commitments outside of the classroom, such as m...
Intellectual quality is embedded through the elements of deep knowledge and understanding and substantive communication (NSW DET, 2003, p. 10). Throughout the lesson, focus is sustained on key concepts such as cursive writing, spelling, grammar, punctuation and vocabulary. Students are then given opportunities both orally and written, to express and demonstrate their understanding and competency. Extension options are also available for students where they can use digital technologies to publish their work or write in calligraphy once the set task is completed. (NSW DET, 2003, p. 11). For students to achieve higher quality outcomes, they need to be highly engaged and willing to participate (NSW DET, 2003, p. 10). This can be achieved through establishing challenging learning goals within each students’ proximal development and providing work that is intellectually stimulating, relates to real life and meet the needs of each student in order to gain confidence first (AITSL, 2011; Berk, 2013, pp. 267-268).
Students write a total of five papers critiquing news program and documentaries, reaction paper to class readings, and a reflection of websites. These assignments are appropriate to the objectives and gives the students a deeper understanding of the content of the course. The evaluation and critiques of the news media models the process of their final assignment. It allows the students to implement ideas and strategies into their film. At the end of the course, a team of four will have produced a ten-minute film on public policy or social issue resulting forty percent of their grade. The final product describes the course’s name, “Producing Films for Social Change.” The assessment works well for this course because film and media is all about watching, listening, and recording. The final product is like a performance checklist. According to Piskurich, (2015), “With this type of testing instrument, the trainee is asked to perform a task or series of tasks, usually after being instructed on how to do so and having practiced in a real or simulated environment” (p. 163). Throughout the course, the students are instructed on how to perform interviews, research information, and learn from guest speakers. Then they are released to create a final film with required tasks to meet their final grade. Every assessment and assignment in the course is a step by step process to creating a
student’s workbook. The parent will know the way the student should be taught, preventing long
The lessons contained in this unit of instruction were based upon Madeline Hunter’s Seven Steps of Lesson Plan Formatting. This lesson plan format is a proven effective means for delivering instruction. When designing lessons, the teacher needs to consider these seven elements in a certain order since each element is derived from and has a relationship to previous elements. It should be noted that a lesson plan does not equal one class period. Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.
...sociated with meaning prediction” (Axford, Harders and Wise, 2009, p.26). of course this also works for writing. Any scaffold that a teacher gives their students must be thoroughly introduced, and worked through with the students step by step, and reiterated briefly before use, this ensures that the students have abundant exposure and instruction to the use of the scaffolds and sufficient time to memorise their use. The teacher must insure that their method of explaining the scaffold is not simply to narrate its use all at once then leave the students to their own devices, as this can leave the students with too much to think about all at once, called ‘overload’. A good way to introduce the scaffold is to “present the students with cards of questions they should be trying to answer as they read and write, to reduce the problem of overload” (Cornish & Garner, 2009).
There are a plethora of teaching methods that provide and engage an assortment of students. The first method of teaching according to Cantrell is the exposition method. This method is leader centered, and it can be used to present information when time is limited (Cantrell, n.d., p.3). There are many benefits to this method of teaching. For example it is great to use when one has to give directions, exposition can also be used to wrap up an activity as well (Cantrell, n.d., p.3). One way in which a teacher can lead the exposition method is by simply conducting a powerpoint, or bringing in a guest speaker. This method is great for students who learn through the interpersonal mode of intelligence. Another engaging method of teaching is the discussion method. This method of teaching is an open form question, where learners express their opinions as well as review factual material (Cantrell, n.d., p.4). Discussion method of teaching is great to implement in the classroom when you are trying to introduce a new topic, help learners make inferences, and lastly to involve the learners cognitively (Cantrell, n.d., p.4). There are many ways to achieve this method in the classroom, for example you could create a small group discussion, or even a think pair share. This style and method of teaching is great for students who learn through the verbal-linguistic mode of intelligence. A key aspect of getting the students engaged and focused on the lesson at hand is the hook. The hook is prepared before one presents the information, and it is supposed to draw the students in and get them engaged in the lesson. There are a variety of hooks, in this paper I will highlight two of them. One type of hook is reviewing for previewing. In this hook students recall key points of a previous lesson and make connections or predictions about the topic they will be
In this essay, I will talk about the components of a lesson plan, the benefits of planning with clear and appropriate goals, selecting age-appropriate goals and objectives that align with state academic content standards, and selecting goals and objectives that are differentiated for varying abilities and learning styles and for multiple intelligences.
The inclusion of engaging activities in this course is not completely clear from the information provided in the syllabus. While details about the texts that will be covered throughout the tentative course outline are shared, there is very little information on the actual learning activities that will be completed by students. In several areas of the syllabus, lists of activity types are given without description. It is stated that students will conduct research, work in groups, keep journals, and take quizzes, but there is no additional information about the expectations or format these assignments will take. The depth of knowledge on these activities is unclear, but may be an area of concern. Rigor is mentioned, but not substantiated with examples or evidence. While this may not be indicative of the actual learning experiences that students complete in class, the actual information on the syllabus guides the reader to the conclusion that students will primarily remain in the lower levels of Bloom’s Taxonomy, for example remembering and understanding, in regards to thinking skills accessed (Ainsworth, 2010, Reeves, 2006). With additional explanation, any confusion or doubt about the focus and purpose of the assignments for this course would be
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.